Alle Publikationen
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2018
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(2018) : Society and Knowledge In: Teraji, Shinji: The cognitive basis of institutions: A synthesis of behavioral and institutional economics: Amsterdam, Netherlands: Elsevier (Perspectives in behavioral economics and the economics of behavior), S. 263-308
Abstract: This chapter deals with social order. Hayek’s thought largely rests on the concept of spontaneous order. Spontaneous orders in human affairs are patterns that arise as the unintended consequences of individual actions. The dissemination of knowledge is crucial in society. People live in a world of expectations about interactions with others’ actions. Rules are behavioral patterns that individuals expect each other to follow. Relying on rules is a device we have learned to use, because our reason is insufficient to master the detail of complex reality. If rules are recognized as recurrent patterns of behavior, individuals act according to rules of conduct. The diffusion of shared behavioral patterns is necessary to obtain social order. Shared rules facilitate decision-making in complex situations by limiting the range of circumstances to which individuals have to pay attention.
2017
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(2017): Social Technologies. Between Science and Practice. In: Russian Studies in Philosophy 55 (1), S. 1-9. DOI: 10.1080/10611967.2017.1296288
Abstract: Social technologies (or more precisely social-humanitarian technologies) are the active communicative manifestation of a social subject at the level of organizational, administrative, and social planning in the context of the social construction of knowledge and reality. A clear definition of social technologies (ST) must first describe them within the context of the social sciences and humanities: ST are the variety of social practices that are generated by these sciences. These include psychotherapeutic assistance, opinion polls, the practice of language translation, counseling, litigation, and the management of production. The second aspect of ST is that they are characterized by a specific kind of human activity and communication (psychosomatic skills and techniques, language, and psychological and emotional processes), rather than artificial tools, instruments, and devices. The center of ST is occupied by the human subject agent with his knowledge and beliefs, skills and habits, language and traditions.
2014
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(2014): Generating Task-Oriented Interactions of Service Robots. In: IEEE Transactions on Systems, Man, and Cybernetics: Systems 44 (8), S. 981-994. DOI: 10.1109/TSMC.2014.2298214
Abstract: Human-robot interaction (HRI) may play a key role in enhancing a robot's capability in practical service tasks, allowing productive human-robot collaboration. To obtain appropriate human aid for conducting tasks, a robot should be capable of generating meaningful questions regarding the task procedures in real time and applying the results to modify its task plans or behaviors. However, few studies on integrating robot task management and HRI in such high-level task planning exist. In this paper, we propose a new scheme of script-based task planning and HRI that supports the planning and is generated by it. The planning operates on a set of plain and easily writable task procedures, or scripts. The approach produces robust, practical, and easy-to-manipulate robot behavior. Based on the scripts, the system identifies plan ambiguities that require interaction with humans, and resolves them using the human response. The interaction thus generated is highly relevant and task-oriented. The robot learns from the interaction history to improve its subsequent planning in general, or personalize it. Two simulation cases, of a home service and a museum-guide robot, are presented to show how the robots lead appropriate interaction and smoothly adjust their task plans to user commands or responses. Such close integration of HRI and robot task planning is expected to advance the practicality of service robots.
Keywords: ALIGNMENT, Communication, CONTROL ARCHITECTURE, Design, human-robot interaction, INTEGRATION, KNOWLEDGE, Mensch-Technik-Relationen (MTR), MIND, PROGRAMS, Realtechnik, Science and Technology Studies (STS), script, script-based task planning, service robot, Serviceroboter, Soziale Robotik, task-oriented interaction, Technik 2012
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(2012): Frame-Semantik. Ein Kompendium. Berlin; Boston: De Gruyter. Online verfügbar unter http://dx.doi.org/10.1515/9783110269451
Abstract: Frame semantics is an important recent development in linguistic theory that links linguistics, cognitive psychology, general cognitive science, and AI research. This handbook-style introductory work, which is the first to com-prehensively consider the topic from a linguistic perspective, discusses the most important frame models and their theoretical roots, applications, and implications. The handbook format allows each chapter to be read and used individually Frame semantics is an important recent development in linguistic theory that links linguistics, cognitive psychology, general cognitive science, and AI research. This handbook-style introductory work, which is the first to com-prehensively consider the topic from a linguistic perspective, discusses the most important frame models and their theoretical roots, applications, and implications. The handbook format allows each chapter to be read and used individually. Dietrich Busse,Universität Düsseldorf.
2007
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(2007): Social Systems. In: Philosophical Psychology 20 (5), S. 557-578. DOI: 10.1080/09515080701545981
Abstract: It used to be thought that folk psychology is the only game in town. Focusing merely on what people do will not allow you to predict what they are likely to do next. For that, you must consider their beliefs, desires, intentions, etc. Recent evidence from developmental psychology and fMRI studies indicates that this conclusion was premature. We parse motion in an environment as behavior of a particular type, and behavior thus construed can feature in systematizations that we know. Building on the view that folk psychological knowledge is knowledge of theoretical models, I argue that social knowledge is best understood as lying on a continuum between behavioral and full-blown psychological models. Between the two extremes, we have what I call social models. Social models represent social structures in terms of their overall purpose and circumscribe individuals' roles within them. These models help us predict what others will do or plan what we should do without providing information about what agents think or want. Thinking about social knowledge this way gives us a more nuanced picture of what capacities are engaged in social planning and interaction, and gives us a better tool with which to think about the social knowledge of animals and young children.
Keywords: Agenten-Überzeugung, BELIEFS, Beliefs in beliefs, Disziplin, Entwicklungspsychologie, Erwartungen, Erwartungserwartung, folk psychology, INFANTS, Intellektualtechnik, INTENTIONS, Interaktion, KNOWLEDGE, Mensch-Technik-Relationen (MTR), MIND, Modelle/Theorien, ORIGINS, OTHERS, PERCEPTION, Philosophical Psychology, Philosophie, philosophy of mind, Psychologie, REPRESENTATION, social knowledge, RHESUS-MONKEYS, social systems, ethics, soziale Kognition, Sozialverhalten, Sozialverstehen, Technik, theoretical models, theory of mind, Überzeugung 2001
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(2001): Social Cognition, Language Acquisition and The Development of the Theory of Mind. In: Mind and Language 16 (5), S. 494-541. DOI: 10.1111/1468-0017.00180
Abstract: Theory of Mind (ToM) is the cognitive achievement that enables us to report our propositional attitudes, to attribute such attitudes to others, and to use such postulated or observed mental states in the prediction and explanation of behavior. Most normally developing children acquire ToM between the ages of 3 and 5 years, but serious delays beyond this chronological and mental age have been observed in children with autism, as well is in those with severe sensory impairments. We examine data from Studies of ToM in normally developing children and those with deafness, blindness, autism and Williams syndrome, as well as data from lower primates, in a search for answers to key theoretical questions concerning the origins, nature and representation of knowledge about the mind. In answer to these, we offer a framework according to which ToM is jointly dependent upon language and social experience, and is produced by a conjunction of language acquisition with children's growing social understanding, acquired through conversation and interaction with others. We argue that adequate language and adequate social skills are jointly causally sufficient, and individually causally necessary, for producing ToM. Thus our account supports a social developmental theory of the genesis of human cognition, inspired by the work of Sellars and Vygotsky.
Keywords: adequate social interaction, AUTISTIC-CHILD, Communication, DEAF-CHILDREN, DEFICIT, Disziplin, Erkenntnistheorie, FALSE BELIEF, INDIVIDUALS, KNOWLEDGE, Kognitive Skills/Social Cognition, Linguistik, MODULARITY, performance, Philosophie, philosophy of mind, Postkasten, Psychologie, Social Cognition, Social Skills, Soziale Angemessenheit, soziale Kognition, theory of mind, Voraussetzungen für sozial angemessenes Verhalten, WILLIAMS-SYNDROME
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